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Resumen: Background: This systematic review examined factors associated with psychological flexibility in higher education students. Objectives: This study aims to provide a comprehensive understanding of factors associated with psychological flexibility among higher education students. Methods: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, a systematic search was conducted in the Web of Science and Scopus databases. Several inclusion criteria were employed in the study, such as sample characteristics and study design. As a synthesis method, the qualitative narrative synthesis method was used. Results: Thirty-one studies were included in the review for detailed analysis. Our findings indicated positive associations between psychological flexibility and numerous variables that enhance the mental health and academic success of university students. In addition, individuals characterized by high psychological flexibility demonstrated better adjustment to university life and experienced higher levels of well-being. In the meantime, some studies found negative associations between psychological flexibility and several variables that hinder student success and negatively impact their mental health. Among them, the screened studies reported COVID-19 burnout, disordered eating cognitions, severity of posttraumatic stress symptoms, anxiety and depressive symptoms, and others. Discussion: Examining psychological flexibility in such a broad review provides insights into this construct and its potential applications in enhancing student success and contributing to economic and social sustainability by reducing dropout rates, lowering the costs of psychological and medical care, and fostering a more resilient human capital. The main limitations in the reviewed articles were the absence of studies employing longitudinal designs, small sample sizes, and the limited investigation of relationships in online and hybrid learning models.
Idioma: Inglés
DOI: 10.3390/su17125557
Año: 2025
Publicado en: Sustainability (Switzerland) 17, 12 (2025), 5557 [23 pp.]
ISSN: 2071-1050
Financiación: info:eu-repo/grantAgreement/ES/DGA/S62-23D
Tipo y forma: Artículo (Versión definitiva)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
Área (Departamento): Área Psicobiología (Dpto. Psicología y Sociología)
Área (Departamento): Área Person.Eval.Trat.Psicoló. (Dpto. Psicología y Sociología)

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Este artículo se encuentra en las siguientes colecciones:
Artículos > Artículos por área > Personalidad,Evaluación y Tratamiento Psicológicos
Artículos > Artículos por área > Psicología Evolutiva y de la Educación
Artículos > Artículos por área > Psicobiología

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